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Curriculum Implementation Challenges in Iraqi Preparatory Schools: A CIPP Evaluation of “English for Iraq”
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Taghreed Al Sa'ad   , Mohammad R. Hashemi * |
| Department of Foreign Languages Department, Faculty of Literature and Humanities, Kharazmi University, Tehran and Karaj, Iran. |
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Abstract: (953 Views) |
The present study explored the challenges encountered in implementing the "English for Iraq" curriculum in Iraqi preparatory schools, from the perspective of the instructors. The evaluation of the curriculum was conducted using Stufflebeam’s model, which comprises four components: context, input, process, and product. Fifty English instructors completed an online survey to participate in the study. The results showed that issues related to teacher training, resource availability, and the contextual relevance of the curriculum significantly impeded the successful implementation of the program. The results indicate that the socio-political environment has an impact on implementation. The most important factors that determine the curriculum's success are primarily the sufficiency of resources provided and the efficacy of the teaching techniques used. The research concludes that implementing suggestions for enhancing teacher training and adapting curriculum to better cater to the requirements of Iraqi students is crucial for improving the overall quality of English language instruction in Iraq.
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| Keywords: curriculum implementation, curriculum evaluation, CIPP model, English for Iraq, teacher perspectives, teacher training |
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Type of Study: Research |
Subject:
Special
Received: 2026/01/26 | Accepted: 2026/02/7 | Published: 2024/09/21
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